Grymes employs an Academic Support and Enrichment program director whose responsibilities are to oversee and guide tutors and coaches, provide support for the faculty, and play the pivotal role of communication between the school and parents of a child with learning differences.
Academic Support is provided on three levels. Level one includes classroom accommodations where the tutor works with the teacher on specific instructional strategies for the child in the classroom. Level two may be described as tutor support, where a child or group of children is given extra attention in one skill or one subject for four to eight weeks. These students are pulled from the classroom for 20 to 30 minute sessions. There is no extra cost to parents for this service. Level three is individual tutoring. Tutoring differs from support in that a student gets a 50 minute period of instruction outside of the classroom. An individual student plan is developed and followed.
Report card grades in the tutored subject will be assigned by the tutor and accompanied by an asterisk which denotes individual progress. The classroom teacher will direct the tutor as to the most desirable course of action to take with the student. Most of the time the tutored students will be administered the same tests and exams as those given in the regular class, however, a tutored student who is removed from the regular classroom will not be eligible for the school’s Honor Roll, though he or she may receive other academic accolades such as the Headmaster’s List.
The goal of reading resource is to provide early intervention and support for students in kindergarten through fourth grade. The teacher works with individuals or small groups on skills such as letter recognition, letter sounds, concept of word, spelling patterns and vowel sounds, fluency, and comprehension. Enrichment is also provided for students reading above grade level. At times the teacher is able to act as a floating aid in the classroom in order to assist the homeroom teacher in whatever way needed. It is our philosophy that the earlier a student receives intervention and support, the more successful he will feel as a learner through out his education.